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Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan – Teaching & Learning Inquiry, 2021
Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students…
Descriptors: Emotional Response, Undergraduate Students, Feedback (Response), Student Evaluation
Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan – Teaching & Learning Inquiry, 2021
Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students' responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the…
Descriptors: Feedback (Response), Student Evaluation, Undergraduate Students, Student Reaction
Kirkscey, Russell; Vale, Julie; Weiss, James M.; Hill, Jennifer – Teaching & Learning Inquiry, 2021
Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and…
Descriptors: Capstone Experiences, Course Descriptions, Public Colleges, Private Colleges
Lowe, Tom; Shaw, Cassie – Teaching & Learning Inquiry, 2019
There is great emphasis in contemporary higher education to address the seemingly consistent issue of what students perceive to be good assessment feedback practice. Improving this aspect of the student experience continues to elude higher education institutions, as reflected in the nationally lower than average scores in the United Kingdom's…
Descriptors: Student Attitudes, Feedback (Response), Best Practices, Awards
Simmons, Nicola; Abrahamson, Earle; Deshler, Jessica M.; Kensington-Miller, Barbara; Manarin, Karen; Morón-García, Sue; Oliver, Carolyn; Renc-Roe, Joanna – Teaching & Learning Inquiry, 2013
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping…
Descriptors: Scholarship, Instruction, Learning, Identification (Psychology)